Scholarship of Teaching and Learning Grant

All LTSI grants are open to:

Single or co-applicants who directly support student learning and the student experience at UVic are eligible to apply for LTSI grants including:

• research stream faculty
• teaching stream faculty
• sessional lecturers
• laboratory instructors
• academic units
• staff

Previous LTSI grant recipients may apply. If your grant is still active, you must close it out before applying for a subsequent LTSI grant. You may not apply to more than one LTSI grant in the same year.

Successful proposals will include a:

1. clear specific statement of what the applicant would like to achieve including intended learning outcomes;
2. well-articulated plan for how to proceed and principles that will guide the process;
3. description of the proposed significance of the project in terms of contributions to SoTL and course-related student experience at UVic, which demonstrate potential for significant large-scale or long-term impact;
4. brief, targeted review of the literature that supports the plan;
5. plan for sharing the project goals and outcomes to appropriate audiences;
6. sustainable budget with justification for each item; and,
7. any additional supports from LTSI or other campus partners that might be helpful for your project.

Please note: You cannot apply to more than one LTSI grant in the same year for the same project. These grants are not for the purpose of transferring course formats (i.e., face-to-face to online).

Complete your grant application using Survey Monkey. The platform enables you to save your materials midway, so no need to complete the application in one sitting.

Adjudicators will use a scoring rubric to assess your proposal, with rating scores ranging from 1.0 to 5.0.

Download the scoring rubric.

Besides the 2023 UVic Indigenous Plan, the following resources may be helpful in guiding how you frame your proposal:

• Alberta Regional Professional Development Consortium (nd). Weaving ways: Indigenous ways of knowing in classrooms and schools: An introductory guide. 
• Allan, B., Perreault, A., Chenoweth, J., Biin, D., Hobenshield, S., Ormiston, T… & Wilson, J. (2018). Pulling together: A guide for teachers and instructors. Victoria, BC: BCcampus. 
• Gaudry, A., & Lorenz, D. (2018). Indigenization as inclusion, reconciliation, and decolonization: Navigating the different visions for indigenizing the Canadian Academy. AlterNative: An International Journal of Indigenous Peoples, 14(3), 218-227.

  References

• Binda, K.P. and Caillou, S. (Eds) (2001). Aboriginal education in Canada: A study in decolonization. Mississauga, Canada: Canadian Educators’ Press.
• Pete, S., Schneider, B., and O’Reilly, K. (2013). Decolonizing Our Practice – Indigenizing Our Teaching. First Nations Perspectives, 5 (1), 99-115.
• University of Victoria (2017). Indigenous Plan

• Suzan Last, Department of English
  Adapting Executive Function Coaching (EFC) methods for an online asynchronous course delivery ($3,590)
• Nigel Mantou Lou, Department of Psychology
  Understanding students’ cultural challenges and fostering sense of belonging with the use of games ($5,962)
• Navneet Popli, Department of Electrical and Computer Engineering 
  Integrating Real-World Relevance: Industrial Projects and Mentorship in Enhancing Student Learning ($7,500)
  

• Gillian Calder, Faculty of Law
  The Importance of Creativity, Empathy and Imagination to Legal Education in Canada ($6,888)
• Rebecca Gagan, Department of English
  Employing Inclusive Pedagogy for Neurodiverse and Disabled Students: A Four-Part Workshop for Faculty ($7,500)
• Mariel Miller, Department of Educational Psychology and Leadership Studies
  Supporting students to leverage learning analytics for self-regulating learning in a large, first-year undergraduate course ($3,360)
• Ben Pin-Yun Wang, Department of Pacific and Asian Studies
  Enhancing Second Language Chinese Learners’ Linguistic Awareness, Motivation and Autonomy Through Guided Discovery Learning ($6,450)

• Ilamparithi Thirumarai Chelvan, Department of Electrical and Computer Engineering 
  Does a style checklist matter? Improving students’ sentence level expression in electrical engineering course ($4,537) 
• Jane Gair, Division of Medical Sciences, Island Medical Program 
  The impacts of online teaching during COVID-19 on teacher-student, student-student relationships and student learning ($4,500) 
• Tatiana Gounko, Department of Educational Psychology and Leadership Studies Assessing Impact of the Learning and Teaching in Higher Education (LATHE) Graduate Program ($6,594.85) 
• Violeta Iosub, Department of Chemistry 
  Learning analytics in introductory organic chemistry during COVID-19: insights into student engagement with online content ($3,567.74) 
• Scott McIndoe, Department of Chemistry 
  Captioned videos for reinforcement of in-lab learning ($6,200) 
• Andrew Murray, Academic and Technical Writing Program (ATWP)/English 
  ATWP 101-ATWP 135 Stretch Course Pilot ($3,205) 
• Simon Pek, Peter B. Gustavson School of Business 
  Integrating Deliberative Pedagogy into the Business School Curriculum ($6,820) 
• Matthew Pollard, Department of Germanic and Slavic Studies 
  The effect of content-based teaching on learner motivation in second-year German ($3,627) 
• Colette Smart, Department of Psychology 
  Enhancing Cognitive, Emotional, and Ideological Resilience in Psychology Undergraduates ($2,862.24) 

• Catherine Costigan, Department of Psychology
  The Psychology of Diversity: Evaluation of a new pedagogical approach to teaching about diversity ($2,471.20)
• Katherine Elvira, Department of Chemistry
  Does a group project to critically review a journal publication increase the critical thinking skills of second year chemistry students? ($5,000)
• David Medler, Department of Psychology
  Developing an R Shiny App to Teach Statistics ($2,810)
• Janice Niemann, Department of English
  Redesigning English Candidacy Exams ($2,229.75)